University efl learners perceptions of mind mapping application in the pre speaking stage

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - PHAM THI KIM TUOI UNIVERSITY EFL LEARNERS' PERCEPTIONS OF MIND MAPPING APPLICATION IN THE PRE-SPEAKING STAGE Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8.14.01.11 MASTER THESIS IN EDUCATION Supervisor: Ngơ Đình Phương, Assoc Prof Ph.D Nghe An, 2018 STATEMENTS OF AUTHORSHIP I certify that this thesis is my original work; it is based on my own research All sources used by me have been documented No other person’s work has been used without due acknowledgement and can be shown in the list of references My thesis has not been submitted to any other universities and institution wholly and partially Nghe An, 2018 Author Pham Thi Kim Tuoi i ACKNOWLEDGEMENTS This thesis would not have been completed without the support of many people First, and foremost I would like to express my deepest thanks my supervisor Assoc Prof Dr Ngo Dinh Phuong for his assistance, encouragement and guidance Secondly, I would like to convey my thanks to all my students at Dong Nai Technology University who have participated in this research, my lectures at the Dong Nai Technology University and many others who helped me during my study at DNTU Finally, I would like to express the warmest gratitude to my husband, children, and parents for their support and understanding I feel greatly indebted to them for their essential help and encouragement ii ABSTRACT Speaking skill is considered one of the most important factors when learning a language To develop the ability of speaking skills, mind map application in teaching pre-speaking stage can a great job There are a variety of activities that enhance students’ speaking ability Drawing mind map activities are good ways to encourage students to prepare well before they actually speak This study aims at investigating the use of mind map application in English speaking lesson at Dong Nai Technology University to find out whether they are effectively used and suitable to develop students’ speaking skills The aim of this study is to investigate how students perceive mind mapping application in the pre-speaking stage at DNTU The study based on a questionnaire was used for 90 students from classes at DNTU and interviews for fourteen students were selected to participate in this study Both qualitative and quantitative methods were employed to analyze collected results and create a detailed description of the real teaching context The data is collected through questionnaires, interviews and observation By doing this, I can see the students’ attitudes towards mindmap technique in the pre-speaking stage Findings show that students have positive attitudes towards the use of mindmap technique at the beginning of the speaking lesson Using mind mapping helps students in planning before their speaking, adopting a deeper level of understanding of the speaking topics and promoting confidence in speaking They find that the mind map is very helpful to students in their the pre-speaking They realized English speaking skill plays an important role in their future jobs This study ends by discussing the important issues students perceiving the mind mapping application in the pre-speaking stage at DNTU iii The findings of the study are hoped to provide insights to the students, teachers and curriculum designers to integrate mind mapping strategy in ESL (English as a Second Language) speaking classes iv TABLE OF CONTENTS Chater 1: INTRODUTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Problem statement: .3 1.5 The organization of the study Chapter LITERATURE REVIEW AND THEORETICAL BACKGROUND .5 2.1 The overview of English speaking skill .5 2.2 Difficulties in learning speaking skills 2.3 The shape of a speaking lesson 2.3.1 Pre-speaking stages 2.3.2 While-speaking stage 2.3.3 Post-speaking stage 2.4 Problems with the speaking activity in the pre-speaking stage 2.5 Factors affecting speaking skills in the pre-speaking stage .11 2.6 Mindmap 14 2.6.1 The definition of mind mapping .14 2.6.2 The benefits of mind mapping for learning 16 2.6.3 The drawbacks of mind-mapping in the EFL classroom 20 2.6.4 Mind mapping technique is an effective learning tool .21 2.6.4.1 Clear structure 21 2.6.4.2 Personalisation .22 2.6.4.3 Creativity .23 2.5.6.4 Motivation 25 v 2.6.5 The effective mind map application for language teaching and learning 26 2.7 Previous studies related to the research 30 2.7.1 Previous studies related to the pre-speaking skills 30 2.7.2 Previous studies related to the mind mapping 32 Chapter 3: METHODOLOGY 36 3.1 The context of the study .36 3.1.1 The setting 36 3.1.2 Participants .36 3.2 Scope of the study 37 3.3 Methods of the study 37 3.4 Instruments for data collection 38 3.5 Study procedures 38 3.6 Data analysis 39 3.6.1 Questionnaires 39 3.6.2 Interview 39 3.6.3 Class observations 40 Chapter DATA ANALYSIS AND FINDINGS 41 4.1 Questionaires 41 4.1.1 Data analysis from the questionaires 41 4.1.2 Summary of the questionaires findings 50 4.2 Interview 51 4.2.1 Data analysis from the interview 51 4.2.2 Summary of the interview findings 55 4.3 Class observation .56 4.3.1 Data analysis from the class observation 56 4.3.2 Summary of the class observation 58 Chapter 59 vi CONCLUSION 59 5.1 Summary and conclusion 59 5.1.1 Summary of the study .59 5.1.2 Conclusion of the study 60 5.2 Limitations of the study .61 5.3 Suggestions for further study .61 5.3.1 Recommendations for teachers 61 5.3.2 Recommendations for students 62 REFERENCES .63 APPENDICES 68 Appendix 1: The survey questionnaire Appendices 2: Bản điều tra khảo sát dành cho học sinh Appendices 3: Interview questions Appendices 4: Câu hỏi vấn Appendices 5: Class observation checklist vii LIST OF GRAPHS Graph 1: Student’s view of the importance of English speaking skill Graph 2: The difficulties of students take part in the pre-speaking stage Graph 3: Factors influence students’ attitudes related to the starting of speaking lessons before using mindmap technique Graph 4: Students’ perceptions of mind mapping technique Graph 5: Mindmap activities get students involved in begin the speaking lessons over the last weeks Graph 6: Mind mapping helps students begin the speaking lessons Graph 7: Students satisfied towards brainstorm ideas using mind maps in the prespeaking lesson Graph 8: Students' impression of using Mind Mapping Graph 9: Students' attitudes towards using mind maps in the pre-speaking lesson Graph 10: Reasons for continuing using the mind map to begin the speaking lessons in the coming time Table 11: Students’ views on the speaking lesson after applying mind maps in the pre-speaking stage Table 12: Students’ attitudes towards the mind map technique applied in the prespeaking lesson Table 13: The student's point of view related to using of mind maps in the stage of the lesson Table 14: Students’ attitudes towards the advantages of using mind mapping strategy in the pre-speaking lesson viii ABBREVIATIONS DNTU : Dong Nai Technology University EFL : English as Second Language MM : Mind map T : Teacher Ss : Students ix 24.Littlewood, W (2007) Communicative Language Teaching Cambridge: Cambridge University Press 25.Nunan, D (1998) Language Teaching Method (A textbook for teachers) Prentice Hall, NewYork 26.Nunan, D (2005) Practical English language teaching: Grammar New York:McGraw-Hill 27.Özgül K (2012).Elementary Teachers' Views on Mind Mapping, Aksaray University, Turkey 28.Padwick, A (2010) Attitudes towards English and Varieties of English in Globalizing India University of Groningen Newcastle, England 29.Schunk, Dale H Learning Theories: An Educational Perspective Upper Saddle River: Pearson Education, 2008 30 Thornbury, S (1988) How to teach speaking Longman 31.Toi, H (2009), ‘Research on how Mind Map improves Memory’ Paper presented at the International Conference on Thinking, Kuala Lumpur, 22nd to 26th June 2009 32.Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press 33.Wen, W L (2006) Mind-mapping as a Tool to Teach English Vocabulary for the Elementary Student, Ta Ku Ling Ling Ying Public School, Taiwan 34 http://comaccelerated-learning/advanced-mind-mapping-study-skills-mindmap 66 35 https://www.mindmeister.com 36 http://www.tonybuzan.com/about/mind-mapping/ 37.http://english.vietnamnet.vn/fms/education/8303/vietnamese-students-afraidto-speak-english.html 38.https://www.ngovantrong.com/2017/03/so-o-tu-duy-phuong-phap-hoc-taphieu-qua.html 67 APPENDICES Appendices 1: SURVEY QUESTIONNAIRE APPENDIX THE SURVEY QUESTIONNAIRE This survey questionnaire is to investigate students’ attitudes towards the English pre-speaking stage “University EFL learners' perceptions of mind mapping application in the pre-speaking stage” The purpose of this survey is to get information about the students’ attitudes in applying mind maps in the pre-speaking stage Your assistance in completing the following questions will be greatly appreciated You don’t have to worry about, you will be identified, we assure you that this questionnaire is for research purposes only and you will not be identified in any discussion of the data Please choose the most suitable response to each state according to the conventions below: Name:………………………………………… Class: ………… ……………… Choose one option by circling the letter A, B, C, or D Question 1: How is speaking skill important to you? A very important B Important C little important D.not important Question 2: Is pre-speaking skill difficult to you? A yes often B yes sometimes C No, I like speaking D No, I am willing to speak 68 Question 3: What problems you have when you start the speaking lessons before using the mind map technique? A difficulty to find ideas B difficulty to find organize the ideas C difficulty to find suitable structures to express D difficulty to talk confidently Question 4: What you think about mind maps? A Mind mapping is a visual form of note-taking that offers an overview of a topic B Mind mapping encourages students to begin with a central idea C Mind mapping is a useful enjoyable technique D.Mind mapping allows you to think about the topic Question 5: Which activities did mind map get involved you to begin the speaking lessons over the last weeks? A Allow thinking about the topic B Easy to plan ideas clearly C Quickly to organize thinking D Quickly to get suitable structures to express Question 6: What can mind map help you to begin the speaking lessons? A It helps me enjoyable to study speaking B It helps me easy to plant ideas quickly C It helps me to easy to remember the ideas to speak D.It encourages me to co-operate with my classmates E It helps me confident ready for speaking lesson Question 7: How much you feel interested in using Mind Mapping to brainstorm ideas in the speaking lessons? 69 A Very interested B Interested C Little interested D Not interested Question 8: Which among the following Mind Mapping technique did you find the most interesting and useful? A Quickly to co-operate with my classmates B Easy to plan ideas clearly C Easy to remember the ideas to speak D Quickly to get suitable structures to express ideas Question 9: Do you think that will be helpful to use mind maps in the prespeaking lesson? A Very helpful B Helpful C Little helpful D Not helpful Question 10: Would you like to continue using the mind map to begin the speaking lessons in the coming time? A Very much B Much C Normal D.Not much Thank you for your assistance When you have completed the questionnaire, I would like to interview you about some of the answers that you gave to the questions In particular, I would like to ask you why you chose particular answers and why you did not pick alternative answers This will help me to determine if the questions are written as clearly as possible The interview would last for 10 minutes or less and it would be recorded 70 on audiotape Are you interested in the interview? If yes, please kindly provide your contact information so that we can reach you later Full name: ……………………………………………………………………………………… Class: ……………………………………………………………………………………… … Phone number: ………………………………………………………………………………… Thank you for your assistance 71 Appendices 2: ( Vietnamese version) BẢN ĐIỀU TRA KHẢO SÁT DÀNH CHO HỌC SINH Bản câu hỏi khảo sát để điều tra nhận thức người học ngoại ngữ ứng dụng lập đồ tư giai đoạn trước nói “University EFL learners' perceptions of mind mapping application in the pre-speaking stage” Mục đích khảo sát để có thơng tin thái độ học sinh việc áp dụng đồ tư giai đoạn trước nói Sự hỗ trợ bạn việc hoàn thành câu hỏi sau đánh giá cao Bạn lo lắng việc bạn xác định, đảm bảo với bạn bảng câu hỏi dành cho mục đích nghiên cứu bạn khơng xác định thảo luận liệu Vui lòng chọn câu trả lời phù hợp cho tiểu bang theo quy ước đây: Tên: Lớp học: Chọn câu trả lời cách khoanh chữ A, B, C D Câu hỏi 1: Kỹ nói quan trọng bạn? A Rất quan trọng B Quan trọng C Ít quan trọng D Không quan trọng Câu hỏi 2: Có khó khăn với bạn trước bắt đầu học nói khơng? A Có thường xun B Có đơi C Khơng, tơi thích nói D Khơng, tơi sẵn sàng nói Câu hỏi 3: Bạn gặp phải vấn đề bạn bắt đầu học nói khơng? A Khó tìm ý tưởng B Khó tổ chức ý tưởng C Khó tìm cấu trúc phù hợp để thể D Khó nói chuyện tự tin Câu hỏi 4: Bạn nghĩ mind maps? 72 A Lập đồ tư hình thức ghi trực quan cung cấp tổng quan chủ đề B Lập đồ tư khuyến khích học sinh bắt đầu với ý tưởng trung tâm C Lập đồ tư kỹ thuật thú vị hữu ích D Lập đồ cho phép bạn suy nghĩ chủ đề Câu hỏi 5: Những hoạt động mà đồ tư giúp bạn để bắt đầu học nói tuần qua? A Cho phép suy nghĩ chủ đề B Dễ dàng lập kế hoạch ý tưởng rõ ràng C Nhanh chóng tổ chức suy nghĩ D Nhanh chóng có cấu trúc phù hợp để thể ý tưởng Câu hỏi 6: Bản đồ tư giúp cho bạn bắt đầu học nói? A Nó giúp tơi thích thú học nói B Nó giúp tơi dễ dàng tìm nhanh ý tưởng C Nó giúp tơi dễ nhớ ý tưởng để nói D Nó khuyến khích tơi hợp tác với bạn lớp E Nó giúp tơi tự tin sẵn sàng cho học nói Câu hỏi 7: Bạn cảm thấy thích thú sử dụng đồ tư để suy nghĩ ý tưởng học nói? A Rất quan tâm B Quan tâm C Ít hứng thú D Không quan tâm Câu hỏi 8: Bạn có cảm thấy thú vị hữu ích số kỹ thuật Mind Mapping sau đây? A Nhanh chóng hợp tác với bạn lớp 73 B Dễ dàng lập kế hoạch ý tưởng rõ ràng C Dễ nhớ ý tưởng để nói D Nhanh chóng có cấu trúc phù hợp để thể ý tưởng Câu hỏi 9: Bạn có nghĩ hữu ích sử dụng đồ tư giai đoạn bắt đầu học nói khơng? A Rất hữu ích B Hữu ích C Ít hữu ích D Khơng hữu ích Câu hỏi 10: Bạn có muốn tiếp tục sử dụng đồ tư để bắt đầu học nói thời gian tới khơng? A Rất nhiều B Nhiều C Bình thường D.Khơng nhiều Cám ơn giúp đỡ bạn Khi bạn hoàn thành câu hỏi, muốn vấn bạn số câu trả lời mà bạn đưa cho câu hỏi Đặc biệt, muốn hỏi bạn bạn chọn câu trả lời cụ thể bạn không chọn câu trả lời thay Điều giúp xác định xem câu hỏi viết rõ ràng tốt Cuộc vấn kéo dài 10 phút ghi lại băng ghi âm Bạn có quan tâm đến vấn khơng? Nếu có, vui lịng cung cấp thông tin liên hệ bạn để liên lạc với bạn sau Họ tên: …………………………………………………………………………………… 74 Lớp học: …………………………………………………………………………………… Số điện thoại: ………………………………………………………………………………… Cám ơn giúp đỡ bạn 75 Appendices 3: INTERVIEW QUESTIONS Do you enjoy creating mind maps in the speaking lesson? Why? How did you feel when the mind map technique applied in the pre-speaking lesson over the last weeks? In which step of your speaking lessons you want to use mind maps? Why? What are the advantages and disadvantages of using mind mapping strategy in the pre-speaking lesson? 76 Appendices 4: ( Vietnamese version) CÂU HỎI PHỎNG VẤN Bạn có thích tạo đồ tư học nói khơng? Tại sao? Bạn cảm thấy kỹ thuật đồ tư áp dụng giai đoạn đầu học nói tuần qua? Trong giai đoạn học nói bạn muốn sử dụng đồ tư duy? Tại sao? Những lợi bất lợi việc sử dụng chiến lược lập đồ tư giai đoạn đầu học nói gì? 77 Appendices 5: CLASS OBSERVATION CHECKLIST Class: Age of the learners: Date: Name of the School: _ Observer’s name: _ Aim of the lesson: _ The aim of this class observation checklist is to identify if the student-teacher follows the class stages during his teaching performance CRITERIA YES CLASS STAGES Does the teacher lead the learners into the topic of the lesson by using mind mapping? Does the teacher encourage the learners to use mind map in speaking lessons? Does the student map during the draw a mind pre-speaking stage? Does the teacher provide opportunities for learners to draw a mind map? 78 NO EVIDENCES Does the student talk to their classmates about the topic to draw a mind map during the prespeaking stage? Is the lesson aim clearly stated that using mind maps help students speaking skill at the beginning of class? Does the teacher checks what learners have learnt by using mind map? Post observation comments/suggestions: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………… 79 LIST OF GRAPHS Graph 1: Student’s view of the importance of English speaking skill Graph 2: The difficulties of students take part in the pre-speaking stage Graph 3: Factors influence students’ attitudes related to the starting of speaking lessons before using mindmap technique Graph 4: Students’ perceptions of mind mapping technique Graph 5: Mindmap activities get students involved in begin the speaking lessons over the last weeks Graph 6: Mind mapping helps students begin the speaking lessons Graph 7: Students satisfied towards brainstorm ideas using mind maps in the pre-speaking lesson Graph 8: Students' impression of using Mind Mapping Graph 9: Students' attitudes towards using mind maps in the pre-speaking lesson Graph 10: Reasons for continuing using the mind map to begin the speaking lessons in the coming time Table 11: Students’ views on the speaking lesson after applying mind maps in the pre-speaking stage Table 12: Students’ attitudes towards the mind map technique applied in the pre-speaking lesson Table 13: The student's point of view related to using of mind maps in the stage of the lesson Table 14: Students’ attitudes towards the advantages of using mind mapping strategy in the pre-speaking lesson 80 ... with the speaking activity in the pre- speaking stage 2.5 Factors affecting speaking skills in the pre- speaking stage .11 2.6 Mindmap 14 2.6.1 The definition of mind mapping. .. their speaking, adopting a deeper level of understanding of the speaking topics and promoting confidence in speaking They find that the mind map is very helpful to students in their the pre- speaking. .. students’ perceptions of using mind mapping in the prespeaking stage? 2 Does using mind mapping change DNTU students’ perceptions in the prespeaking lesson? 1.4 Problem statement: Learning to speak English